There are numerous promising schemes for class work in operation in our own country, some of them offering excellent advantages to the student. From the music study in our public schools valuable results ought to come in[Pg 53] time. Thus far, unfortunately, it is too often conducted by teachers who are themselves without trained musical ability and who permit their pupils to shout rather than sing music of an inferior order to the accompaniment of a piano wretchedly out of tune.

The much beloved Phillips Brooks once said: "A school song in the heart of a child will do as much for his character as a fact in his memory, or a principle in his intellect." Unquestionably a love for good music, inspired during the formative period, is calculated to open unlimited possibilities, and ours could readily be molded into a musical nation if a firm foundation for musical knowledge and appreciation were laid in our schools. After the rudiments were mastered, it could easily be decided which pupils had a natural bent demanding special training.

Where music study becomes compulsory the blunder of permitting the compulsion to be felt must be avoided. Socrates of old, in Plato's Republic, advised making early education a sort of amusement. Those who heed his counsel[Pg 54] should not forget that in turning music study altogether into play work there is danger of weakening the will. The tottering footsteps should be guided wisely, as well as tenderly, in the first approach to the Temple of Art, that the pupil may learn to walk, as well as to observe and think independently. We most prize beauty that we are able to discern for ourselves. We gain strength by intelligently conquering our own problems and perplexities. "Nothing is impossible," as Mirabeau has said, "for one who can